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27 e. Increased frequency and variety of second language practice through different
types of interaction. Implementation of Think-Pair-Share method in class not only has the
advantages but also disadvantages, such as follow: a. It takes much time to organize the group
b. If one or two obstinate students don’t participate a whole group or two will lose out on a piece of the text. Richards and Rodgers, 2001: 195.
C . Direct Instruction Method
1. The Nature of Direct Instruction Method
The most formalized model of direct instruction is devised by Engelmann at the University of Oregon, together at various times later with
Becker, Carnine, Silbert, Gersten, Dixon and others. This highly teacher-directed form of curriculum delivery adopted the capitalized form for its title –Direct
Instruction DI. The direct instruction method is highly teacher-directed and is among
the most commonly used. This method includes methods such as lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations. The purpose
of direct instruction method is to help students learn basic academic content such as reading in the most efficient, straightforward way. One of the characteristics of
key element in direct instruction model is teacher centrality Cruiskshank, bainer and Metcalf, 1999: 224.
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28 Another definition is proposed by Petterson in Cruiskshank, bainer
and Metcalf 1999: 231, direct instruction method is similar to “traditional teaching”. Generally reading traditional teaching is directed toward learning
academic content it is also characterized by teacher centered and teacher dominated classroom. Moreover, Rosenshine in Cohen, 2008: 4 explains “There
are six functions of each direct instruction lesson, which are: review, presentation, guided practice, corrections and feedback, independent practice, and weekly and
monthly reviews”. Joyce and Weil 1986: 326 state that the teacher also provides feedback and correction for the students’ mistake. Direct instructional method is
one of the highest priorities on the assignment and complexion of academic tasks in the classroom.
In addition, as quoted from Rubina Kausar 2009: 12, Direct Instruction DI refers to academically focused, teacher-directed classroom
instruction using sequenced and structured materials. It refers to teaching activities where goals are clear to students, time allocated for instruction is
sufficient and continuous and feedback to students is immediate and academically oriented. On the other hand, in traditional lessons, instructor verbalizes
information to passive note taking by students. Instructor thinks that students have “empty minds” to be filled with knowledge. Students are expected to record and
absorb knowledge. Based on the theories above, it can be concluded that Direct
Instruction method is highly structured and teacher directed. Teacher explains a new concept or skill to large group of the students. The students are under the
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29 teacher’s control. The teacher direction and control occur when the teacher selects
and directs the learning tasks.
2. The Procedures of Direct Instruction Method
